The purpose of this study was to investigate the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice. This study recruited participants from two different school districts that have teacher evaluation systems differing on a number of factors. It was hypothesized that teacher self-efficacy would be associated with differences in type of evaluation feedback received and type of evaluation system employed. Additionally, feedback factors were investigated for potential relationships with teacher self-efficacy. Participant teachers completed a study instrument that included the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions, to measure their self-efficacy of instructional practice in relation to evaluation feedback. An ANOVA revealed that teachers who reported receiving specific evaluation feedback reported higher teacher self-efficacy compared with teachers that reported receiving non-specific evaluation feedback. Differences in teacher self-efficacy associated with type of evaluation system were not discovered. Additionally, a multiple regression analysis showed the predictor variable of valuable feedback to be the most strongly correlated predictor with teacher self-efficacy. In short, these findings indicate that feedback specificity and the value of feedback are key aspects in the relationship between teacher self-efficacy and the teacher evaluation process. Consequently, these findings suggest that a successful evaluation process should promote specific feedback in relation to observed teaching practices and emphasize the importance of valuable feedback, as perceived by teachers.